EFFECT OF LITERACY AND NUMERACY DRIVE ON STUDENTS’ ACADEMIC ACHIEVEMENT IN PUNJAB

Abstract

The study was structured to explore the effect of literacy and numeracy drive on students’ academic achievement. The current study was based on a quantitative correlational survey research design. The literacy and Numeracy Drive Questionnaire for Teachers (LNDQFT) was used to collect data from public primary school teachers in Lahore Punjab. The content validity was ensured through five literacy and numeracy drive education practitioners and the reliability was calculated through Cronbach Alpha’s score; .865. The study sample consisted of 208 teachers selected through a simple random sampling technique. Academic achievement scores of grade three students were obtained from the Punjab Information Technology Board (PITB). The collected data were analyzed employing Pearson correlation and regression to explore the phenomenon. The results of the study were statistically significant but showed a weak positive effect of literacy and numeracy drive on students’ academic achievement. The regression analysis model demonstrated a statistically significant but weak positive effect of literacy and numeracy drive on students' academic achievement. Based on the results of the study, it was recommended that the government may provide human and material resources to enhance literacy and numeracy drive for beginner learners. Teacher training institutions may provide training to primary school teachers to improve literacy and numeracy drive that was associated with students’ lifelong learning and academic achievement. Head teachers facilitate teachers to link literacy and numeracy drive and students’ academic achievement according to the local context. Teachers concentrate on contemporary teaching strategies to link literacy and numeracy drive with students’ academic achievement.